1. 2018 OSEP Project Directors’ Conference
OSEP Disclaimer
2018 OSEP Project Directors’ Conference
DISCLAIMER:
The contents of this presentation were developed by the presenters for the 2018 Project Directors’ Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.
(Authority: 20 U.S.C. 1221e-3 and 3474)

2. CEEDAR Center: ceedar.org & NCII: intensiveintervention.org
Putting Practices Into Practice: The Power of HLPs and EBPs Through MTSS
CEEDAR Center: ceedar.org & NCII: intensiveintervention.org

3. Ceedar 2.0: winning aspiration
Every student with a disability has an equitable opportunity to achieve.

4. Ceedar center priority areas for sustainability and scale up
Focus Areas
Preparation Program Reform
General Education
Special Education
Leadership
Preparation Program Evaluation
Standards, Licensure, and Program Accreditation

5. National Center on Intensive Intervention’s Mission
NCII builds the capacity of SEAs and LEAs, universities, practitioners, and other stakeholders to support implementation of intensive intervention in literacy, mathematics, and behavior for students with severe and persistent learning and/or behavioral needs, often in the context of their multi-tiered system of support (MTSS) or special education services.

6. NCII Supports and Services
A new focus for NCII: Higher Ed

7. Things to think about…
How familiar are you with high-leverage and evidence-based practices?
How familiar are you with multi-tiered systems of support?
What steps do/could you take to support educators in learning and implementing HLP and EBP through an MTSS framework?
What assistance can be provided to increase effective implementation?

8. A centering thought
It must be admitted that spelling is not taught successfully; indeed, the difficulty lies in the fact that it is seldom taught at all. Spelling lessons are assigned, studied, recited, but not taught. Much of the time spent in hearing children recite—guess till they get it right—should be spent in a definite teaching process, until they cannot get it wrong. (George W. Loomis, 1902)

9. High-leverage practices
Practices that educators can learn and implemented across content areas
HLP in Special Education
Collaboration
Assessment
Social/Emotional/Behavioral Practices
Instruction

10. Slide 9

11. Ta to support teacher development
Use of the…
HLP guidance document for policy, preparation, and program review/approval
Innovation Configurations to review and revise programs
Learning to Teach Practice-Based Preparation in Teacher Education
Establishing and nurturing partnerships
NCII collaboration with the University of Connecticut, the National Center for Leadership in Intensive Intervention, and 325K Grantees

12. State Examples

13. Framework for implementation

14. Taxonomy of Intervention Intensity
Putting HLPs and EBPs into Practice at Tiers 2 and 3

15. Data-Based Individualization

16. Taxonomy (Fuchs, Fuchs, & Malone, 2017)
Dimensions to consider:
Strength
Dosage
Alignment
Attention to Transfer
Comprehensiveness
Behavioral or academic support
Individualization

17. Strength: Starting with Evidence of Effectiveness
“The benefits of evidence-based practices are many. I first want to give a disclaimer and say that they’re not a panacea. They’re not guaranteed to work for everyone, and they aren’t easy to implement with fidelity and implement over time. If they were easy, we’d be doing them already. That being said, I think it’s our professional duty as educators to use what is most likely to bring about improved student outcomes. And if you believe, as I do and most educators do, that multiple high-quality experimental research studies are the best way, the most reliable way, to determine whether something works then evidence-based practices just give you the best bet that a practice will work.”

18. Strength: What to Consider
Type/Source
Population
Students who are struggling
Desired Outcomes
Effects
NCII Interventions Tools Chart
What Works Clearinghouse
Best Evidence Encyclopedia

19. Dosage: Things to Consider
How many opportunities exist for students to respond and receive corrective feedback?
How often does the intervention occur?
What is the duration of the intervention?
How many students are part of the intervention group?

20. Alignment: Matching to the Target Skill
A hammer is an effective tool, but not with a screw…

21. Attention to Transfer Alignment to standards
Connections between mastered and related skills

22. Comprehensiveness

23. Behavioral Support
Academic interventions also should support cognitive processes/executive functions such as:
Memory
Self-regulation and self-monitoring
Attribution
Attention
Motivation

24. Consider Integration Skill deficit Avoidance behavior
Removal from task

25. let’s talk
What steps do/could you take to support educators in learning and implementing HLPs and EBPs through an MTSS framework?
What assistance can be provided to increase effective implementation?

26. Final take-aways

27. Take-Away

28. Example
I can tell you’re struggling with fractions, Tony, but there aren’t any EBPs for kids in your grade. Maybe check back in a few years?

29. (this is where integrating HLPs and EBPs truly help!)
Can I still implement DBI if I don’t have a complete menu of standardized programs?
YES!
(this is where integrating HLPs and EBPs truly help!)

30. Shifting the Dialogue
Interventions or programs: “We use [curriculum, program] because the district tells us we have to. And, I use remediation materials during small group instruction.” vs. “We researched this program and it has strong effect sizes with our population.”
Fidelity: “I checked attendance.” vs. “I monitored the student’s engagement during intervention, as well as adhered to the critical components of the intervention included in the fidelity checklist.”
Progress Monitoring: “Their scores increased from the fall.” vs. “The student is demonstrating progress toward the goal we set, as demonstrated by graphed data.”
Only Adding Time: “We added a double block of intervention.” vs. “We increased the number of opportunities for the student to respond and receive corrective feedback.” or “We increased the explicitness of how the content was taught.”
Students with disabilities need access to tiered supports, with special education services being the most intensive supports available.

31. Contact us Erica McCray: edm@coe.ufl.edu
Meg Kamman:
Teri Marx:

32. DISCLAIMER
This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A Bonnie Jones and David Guardino serve as the project officers. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.

33. NCII Disclaimer
This module was produced under the U.S. Department of Education, Office of Special Education Programs, Award No. H326Q Celia Rosenquist serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.

34. 2018 OSEP Project Directors’ Conference
OSEP Disclaimer
2018 OSEP Project Directors’ Conference
DISCLAIMER:
The contents of this presentation were developed by the presenters for the 2018 Project Directors’ Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.
(Authority: 20 U.S.C. 1221e-3 and 3474)